Concurrent Operant Assessments to Promote Engagement for Students With Escape-Motivated Interfering Behavior
Concurrent operant assessments (COAs) offer a flexible model for evaluating instructional preferences for students with persistent, escape-motivated interfering behavior. In this article, we define the critical features of COAs and review what types of questions they can address for classroom educators. We then identify and describe a series of steps for planning and conducting COAs with supporting examples. Finally, we discuss how results can be used to inform instruction and intervention.
Authors
- Blair P. Lloyd (ORCID: https://orcid.org/0000-0001-9444-7230)
- Marney S. Pollack (ORCID: https://orcid.org/0000-0003-4058-762X)
- Amber M. Reilly (ORCID: https://orcid.org/0000-0001-7614-0446)
- Johanna L. Staubitz (ORCID: https://orcid.org/0000-0002-8808-7336)
- Gabrielle E. Crowell (ORCID: https://orcid.org/0009-0008-2223-9457)
Institutions
- University of Minnesota (US)
- University of Connecticut (US)
- Vanderbilt University (US)
Publication Details
- Journal
- Beyond Behavior
- Published
- 2025-02-07
- DOI
- https://doi.org/10.1177/10742956251314942
- Primary Topic
- Behavioral and Psychological Studies
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Office of Special Education Programs, Office of Special Education and Rehabilitative Services